A few thoughts about  my teaching have recently found there way into my brain.  One is that I rabbit trail way too often when attempting to lecture.  I must have a clearly defined, clearly written outline of topics to discuss or I will digress.  Well, I think I will digress regardless, but I could and should plan a few of these in rather than just adding them in as the lecture is progressing.  My ad-libbing is a little too spontaneous.  Worth thinking about, worth recognizing as a true characteristic of my speaking.  A little more detailed planning seems to be the solution or at least a place to start.

The other is that I plan and teach by the textbook.  My lesson plans are based on number of pages and problems to assign.  I have no real objective in mind except to cover the material.  However, the best teaching experiences occur when I have studied those pages so that I now have a new objective that involves the students learning something specific.  These times are always enhanced by my own variation of explanations and demonstrations and practice exercises.  These are the classes when I am “in the zone” as a teacher–reaching out to my students in their own individual situations and adding some new dimension to their understanding of a topic.  Therefore, a great difference exists between my planning and my actual teaching, and it seems that that difference could be bridged by focusing on objectives rather than page numbers in my planning.  (My guess is that a balance is needed between the two points of focus so that the appropriate amount of material is taught really well.  That ever elusive happy medium.)